Teaching, Learning and Assessment
Teaching, Learning and Assessment
Welcome to Teaching, Learning and Assessment on Moodle.
This page is designed to support and develop TLA by promoting and sharing current research, practice, key thinkers, debate and practical resources.
For 2017/18 we have created a Teacher Forum Group which is designed to support new and existing staff with Teaching Learning and Assessment. The Teacher Forum will meet once a month and will be informal but very supportive. In this 1 hour slot there will be chance to talk with the ALPs and other staff members about your experiences, thoughts and any queries regarding TLA at Calderdale College. You can drop in for 10 minutes or stay the full hour – the forum will be relevant and useful for you all. Forum dates will be posted here.
Advanced Learning Practitioners
The Advanced Learning Practitioners work across the college to support Teaching, Learning & Assessment. We are here to offer coaching, mentoring, direction, peer feedback and ideas and support staff to enhance their TLA practice.
The team includes:
Andrea Quantrill - ext 9760 - email@example.com
Melanie Heaton - ext 9403 - firstname.lastname@example.org
Jade Curry - ext 9925 email@example.com
Laura Lavender - ext 9710 firstname.lastname@example.org
Sean Jagger - ext 9124 - email@example.com
You might be find that you are directed to an ALP following lesson observation / learning week; we will work alongside you in a supportive manner, focusing on key development points readying you for your re-observation. We can direct you to suitable resources, articles and ideas and will be your go-to if you need to discuss any TLA issues.
Not only here in a mentoring capacity, the ALP team design and deliver CPD sessions, lead on the Supported Experiments model and cascade as appropriate, developments and best practice in TLA; feel free to contact us for any guidance and we will help where we can.
This section outlines the fundamental expectations of TLA to provide a consistently high quality provision across the College.
Prompt start to the lesson
Support staff used effectively from the start
Late arrivals dealt with appropriately (use of late slips avoid disruption of teaching and learning)
Learning objectives/achievement aims - displayed, understood and referenced during the lesson
Success criteria - displayed, understood and referenced during the lesson
Seating plan/group work determined by the tutor and used to plan personalised learning opportunities
High expectations shared - what are learners required to achieve in the lesson
Assessment of individual starting points
Individual achievement/progress targets set
Differentiated activities that challenge all learners
Pace of learning maximised – timely activities
Assessment of learning (tutor / peer / self )
Feedback for improvement
Learners act on feedback to progress (create action points / practice / reflection time)
Progress check: evidence that learners are making good progress with their learning
Low level disruption, time wasting and lack of progress is dealt with appropriately
English skills developed / enhanced and promoted
Maths skills developed / enhanced and promoted
ICT skills developed / enhanced and promoted where appropriate
Industry relevance and employability skills referenced and developed
Plenary activity summarises learning from the lesson
Extension activity to support continued learning and development after the lesson
British values incorporated*
In every classroom and learning environment you need to display:
- Unit/s Title
- Learning Aim: What the learning is working towards accomplishing (the big picture)
- Learning Objectives: What the learner is going to learn, what you want then to know, understand and be able to do
- Success Criteria: What the learner needs to demonstrate to successfully achieve (links to assessment and grading criteria)
Prepared for an observer you need:
- Class Profile (highlighting any information relevant for the observer)
- Learning Plan
Evident in planning and practice you need:
- High Expectations
- Individualised learning informed by Individual Starting Points
- TLA activities differentiated to challenges all learners
- Target Setting (what do learners need to consider with regards to their development / progress / achievement)
- Pace of learning - lesson/activities = short chunks
- Assessment for learning:
- tutor (questioning/checking work progress)
- self (using targets, learning objectives and success criteria)
- peer (again you can use targets, learning objectives and success criteria as a guide for reviewing their work)
- Effective Formative Feedback (remember you can post it notes to provide 1:1 formative feedback/ improvement targets to learners in class) – might be general to group or individual to learners.
- Effective feedback doesn’t have to come from you so plan for peer review points during the lesson.
- Evidence of learner progress
- Enhancement of literacy and numeracy skills (where the opportunities naturally occur)
- Employability skills (making learners aware, again where the opportunities naturally occur)
2017/18 Staff Development Resources
Here you will find information and resources from 2017/2018 staff development sessions.
Feedback to learners that is focused on specific strengths and areas for improvement in relation to their knowledge, skills and understanding is vital to learners making progress.
To have any impact, the feedback has to be acted upon by the learner. If they do not use the feedback we give to them, how do we know it has had any impact on their progress? Learners need to summarise, action and respond to tutor feedback in order to make more progress.
Tutors need to provide opportunities for learners to respond to feedback consolidate learning and reflect on progress.
Why Ofsted place high importance on Feedback
In judging the quality of quality of teaching, learning and assessment inspectors will consider the extent to which:
learners receive clear and constructive feedback through assessment and progress reviews and/or during personal tutorials so that they know what they have to do to improve their skills, knowledge and understanding to achieve their full potential
- Staff gather a useful range of accurate assessment information and use this to give learners incisive feedback about what they can do to improve their knowledge, understanding and skills. Learners are committed to taking these next steps and their work shows that almost all are making substantial and sustained progress
Learners are eager to know how they can improve their work and develop their knowledge, understanding and skills. They capitalise on opportunities to use feedback to improve. Staff check learners’ understanding systematically and effectively, offering clearly directed and timely support that has a notable impact on improving learning
Consider strategies that best move students’ learning forward, create more opportunities for learner responses and that enable learners to close the gaps in their learning:
Feedback Research Links
Providing Effective Feedback for Learning – Quality not Quantity
Ask the 3 questions
Studies of effective teaching and learning have shown that learners want to know where they stand in regards to their work. Providing answers to the following three questions on a regular basis will help provide quality feedback.
· What skills does the learner need to further develop? (Red)
· What skills has the learner secured but needs to master? (Amber)
· What skills has the learner mastered? (Green)
Focus on one skill
It makes a far greater impact on the student when only one skill/ability is critiqued versus the entire skillset being the focus of everything that is wrong.
Make an effort to notice a student’s behavior or effort at a task. For example; “I noticed you have been focused and completed the task in full.” “I noticed you arrived on time to class this week.” Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance.
One on One
Providing one-on-one time with a student is one of the most effective means of providing feedback. The student will look forward to having the attention and allows the opportunity to ask necessary questions. As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes.
Use Post-It notes
Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note. Place the note on the student’s desk the feedback is meant for.
Return marked work at the beginning of class
Returning marked work at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.
Individual Starting Points
Individual starting points refer to the existing knowledge, understanding, skills and level of competency a learner already has, prior to undertaking the learning activity.
Individual Starting Points
Establishing individual starting points is crucial; it provides the information needed to allow both the tutor and learner to benchmark and measure individual progress and achievement.
Initial assessment of a learner’s starting point, fosters an individualised teaching, learning and assessment approach and provides an aspirational focus, increasing self awareness of the learner’s individual learning and development needs.
The importance of Individual Starting Points:
· provides an initial assessment of what the learner can already do
· provides an initial assessment of what the learner finds challenging
· provides an initial assessment of what the learner needs to learn and develop
· enables the tutor to effectively plan to meet individual learners’ needs
· establishes a starting point in which to monitor and review learners’ progress and achievements (distance travelled)
· establishes a starting point in which the learner can see how much he/she achieves during the course
· fosters a more reflective approach to learning
· fosters a more aspirational approach to learning; What grade do you want? What grade do you think you’ll achieve? What are your targets based on your initial starting point?
· improves quality of teaching
Progress in Learning
Individual starting points allow tutors and learners to effectively measure the progress in learning that has been achieved (distanced travelled).
3 learners (A, B, C) achieve a Merit grade but the distanced travelled is significantly different…
· Learner A has made limited progress; their individual starting point identified a high level of knowledge and competency (Merit to Merit)
· Learner B has made significant progress; their individual starting point identified a very low level of knowledge and competency (Not Yet Achieved to Merit)
· Learner C has made good progress; their individual starting point identified a basic level of knowledge and competency (Pass to Merit)
Why Ofsted place high importance on Individual Starting Points
In judging the quality of quality of teaching, learning and assessment inspectors will use evidence from:
- information on learners’ starting points, such as initial assessments, and how it is used to plan learning
and consider the extent to which:
- teaching and assessment methods and resources inspire and challenge all learners and meet their different needs, including the most able and the most disadvantaged, enabling them to enjoy learning and develop their knowledge, skills and understanding
- Staff set work that builds on previous learning, extends learners’ knowledge and understanding and develops their skills to ensure that they are prepared for their future
- staff work with learners to ensure that teaching, learning and assessment are tailored to enable all learners to make good progress and prepare for their next steps
- staff plan learning sessions and assessments very effectively so that all learners undertake demanding work that helps them to realise their potential
- Staff assess learners’ knowledge and understanding frequently to ensure that they are making at least the expected progress throughout their time with the provider, including the time spent at work or on work experience. Staff use this information well to plan activities in which learners undertake demanding work that helps them to make strong progress. They identify and support effectively those learners who start to fall behind
Individual Starting Points Research Links
Differentiation / Stretch and Challenge
Assessment for Learning
Assessment for Learning materials / links
Enhancing English and Maths Skills
Managing challenging behaviour
Starters and Icebreakers
Starter ideas and activities
Blended Learning (using Multi-media in your Teaching & Learning)